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Submitted
September 17, 2020
Accepted
September 30, 2020
Published
September 30, 2020
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Abstract

The purpose of this study was to analyze the reproducibility and validity of the Badminton Reaction Inhibition Test (BRIT) or the Badminton Reaction Barrier Test. BRIT measures four components: general-domain reaction time, badminton-specific reaction time, general-domain inhibition control, and badminton-specific inhibition control. Fifteen male national badminton athletes and nine non-national badminton players in Region 3 Cirebon participated in this study. Five participants were retested within three weeks on a specific badminton component. Reproducibility was acceptable for badminton specific reaction times (ICC = 0.626, CV = 6%) and for badminton specific inhibition controls (ICC = 0.317, CV = 13%). The validity of a good construct was shown in the specific poor reaction time that differentiated between national level athletes and non-national athletes (F = 6.650, p <0.05). National level athletes did not outperform non-national athletes on general-domain reaction times or on both inhibitory control components (p> 0.05). Concurrent validity for general-domain reaction times was good, as it was associated with the national rankings for national level athletes (? pro = 0.70, p <0.01) and non-national athletes (? = 0.70, p <0.05). ). No relationship was found between national ranking and badminton specific reaction time, nor between the two inhibition control components (p> 0.05). In conclusion, the reproducibility and validity of the control inhibition assessment are not confirmed, however, BRIT appears to be a valid and reproducible measure of reaction time in badminton players. Reaction times as measured by BRIT can provide input for training programs aimed at improving badminton player performance.

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How to Cite
Praja, H. N., Yudha, R. P., Sundari, S., & Nugroho, W. A. (2020). Reproductivity And Validity Analysis Of Badminton Player Cognitive Performance Using Badminton Reaction Inhibition Test (BRIT). Kinestetik : Jurnal Ilmiah Pendidikan Jasmani, 4(2), 175–183. https://doi.org/10.33369/jk.v4i2.12543
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